Does learning take place

differently in online and blended

learning environments?

OLTD 502
Allison Burt, Tim Oftebro & Sandra Rutherford
THE WORLD IS
CHANGING
AND SO IS EDUCATION
Rocky View Schools, Airdrie, Alberta
"From the periphery to
the center: how
technology is changing
the way we teach."
Tony Bates

REALITY
"Blended and online learning, social media and
open learning are all developments that are
critical for effective teaching in a digital age."
Tony Bates
F2F blended online

Learning Environments
definitions
THEORY
LEARNING
ENVIRONMENTS
Effective learning environments have
four overlapping lenses:
learner centred
knowledge centred
assessment centred
community centred

*T. Anderson (2008)

LEARNER CENTRED
YES
Does learning take place differently in online
and blended learning environments?

The physical presence of a teacher impacts the learning that happens

in a classroom that online learning environments cannot replace.
Body language / Paralinguistic clues
Responsitivity / Support in real time
Direct F2F communication in real time
NO
Does learning take place differently in online
and blended learning environments?

Teachers can create influence (teacher presence) in both blended and

online learning environments.
YES
Does learning take place differently in online
and blended learning environments?

F2F teachers are better able to determine individual needs and adapt
more quickly (in real time).
pre-requisite knowledge
previous experiences
cognitive abilities
possible misconceptions
cultural background
assessment and feedback
NO
Does learning take place differently in online
and blended learning environments?

Although more challenging, teachers in blended and online learning

environments can use tools such as ..."combinations of asynchronous
and synchronous voice, text, and video...that can actually lead to
enhanced or hyper communications" between teacher and student to
determine prior knowledge, experiences, and build social prescence,
etc. (Anderson, 2008)
YES
Does learning take place differently in online
and blended learning environments?

F2F and blended environments can navigate the issues with technology
infrastructure more quickly, leaving more time for learning.
longer time for orientations
time figuring out the different components of the Learning
Management System
time navigating their way and understanding how to interact with
the LMS, teacher and other connected peers
longer waiting period to resolve technological problems/issues

Author, Year
NO
Does learning take place differently in online
and blended learning environments?

Teacher in online learning environments can navigate the issues with

technology infrastructure by working to increase a student's Internet
efficacy.
probing for learner comfort and competence
providing safe environments for learners to increase their sense of
Internet efficacy
KNOWLEDGE CENTRED
YES
Does learning take place differently in online
and blended learning environments?
Blended and online learning risks being applied in bulk, causing either
too little or too much cognitive load for the student.
NO
Does learning take place differently in online
and blended learning environments?
Students can go deeper with knowledge in an online learning
environment because content is up-to-date and interactive.
Online and blended environments allow for customization to support
the needs of learners. For example, students can have access to virtual
labs.
YES
Does learning take place differently in online
and blended learning environments?
Students run the risk of using unverified online resources, such as bias,
distortion and misrepresentation of facts etc.
NO
Does learning take place differently in online
and blended learning environments?
Scaffolding activities help students plunge even deeper into resources,
giving learners a "near limitless" way to grow their knowledge and
learn a discipline.
Connectivism argues that connecting with others, sharing ideas, and
examining other ways of thinking is how people learn in a digital age.
Online environments are superior to F2F to both finding and utilizing
connections.
ASSESSMENT CENTRED
YES
Does learning take place differently in online
and blended learning environments?

F2F teachers can immediately assess, adapt, and adjust to assist

learners. There is significant risk due to too much asynchronous
learning and the instructor not being immediately available, that
instructors do not know if students understand the material or if
teaching methods are working.
NO
Does learning take place differently in online
and blended learning environments?

Assessments can be done by the teacher, the learner and the learner's
peers to help motivate, inform, and provide feedback to both learners
and teachers in any learning environment.
COMMUNITY CENTRED
YES
Does learning take place differently in online
and blended learning environments?

Online courses are missing the physical F2F connections made with
student peers and the teacher in the traditional
classroom environment.
Loss of social interactions and increased loneliness are real concerns,
which can also impact motivation.
NO
Does learning take place differently in online
and blended learning environments?

Skilled blended and online instructors create opportunities for

learners to interact and collaboratively build new knowledge.
21st century learning
" We need to prepare students
for their future, not our past.
IAN JUKES

"
THANK
YOU!
ALLISON BURT
TIM OFTEBRO
SANDRA RUTHERFORD
 REFERENCES
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The
theory and practice of online learning (2nd ed.), (pp. 15-44). Edmonton, AB: AU Press,
Athabasca University. Retrieved from
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_
Online_Learning.pdf
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and
practice of online learning (2nd ed.), (pp. 45-74). Edmonton, AB: AU Press, Athabasca
University. Retrieved from
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_
Online_Learning.pdf
Anderson, T. (2008). Teaching in an online learning context. In T. Anderson (Ed.), The theory
and practice of online learning (2nd ed.), (pp. 343-365). Edmonton, AB: AU Press, Athabasca
University. Retrieved from
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_
Online_Learning.pdf
Bates, A.W. (2015). Teaching in a digital age. Vancouver, BC: Tony Bates
Associates Ltd. BC Open Textbooks. Retrieved from
https://opentextbc.ca/teachinginadigitalage/chapter/section-1-7-from-the-
periphery-to-the-center-how-technology-is-changing-the-way-we-teach-2/

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st
century (2nd ed.). Santa Barbara, CA: ABCCLIO, LLC.

Ontario Ministry of Education. (2016). 21st century competencies: Foundation document for
discussion (Winter 2016 ed.). Ontario, CA: Ontario Ministry of Education. Retrieved
fromhttp://www.edugains.ca/resources21CL/21stCenturyLearning/21CL_21stCenturyCompet
encies.pdf

Rocky View Schools (2017). Portrait of a 21st century learner. Airdrie, Alberta. Retrieved
fromhttp://www.rockyview.ab.ca/21stC/assets/image-folder/21st-C-Portrait.png/view

Allison Powell, International Association for K12 Online Learning